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Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes

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Title: Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes
Language: English
Authors: Alexandra Werntz (ORCID 0000-0002-2679-8204), Yangyang Deng, Megyn Jasman (ORCID 0000-0002-5267-4352), Constance Yowell, Jean Rhodes
Source: International Journal of Mentoring and Coaching in Education. 2026 15(2):193-208.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Sponsoring Agency: National Institute of Mental Health (NIMH) (DHHS/NIH)
Contract Number: 1R41MH12679501A1
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Peer Teaching, Mentors, College Freshmen, Program Effectiveness, Grade Point Average, Academic Persistence, Self Efficacy, Sense of Belonging, Well Being, Withdrawal (Education), Private Colleges, College Students
DOI: 10.1108/IJMCE-03-2025-0027
ISSN: 2046-6854
2046-6862
Abstract: Purpose: Well-trained peer mentors can provide a first line of support to incoming college students, preventing the escalation of early stressors and administrative missteps while promoting students' engagement in helpful resources. MentorPRO, a novel all-in-one mentoring platform, was implemented in a private university in the northeastern USA to support incoming first-year students by pairing them with a trained and paid peer mentor and to provide them with just-in-time resources. Design/methodology/approach: This study used propensity score matching to examine the effects of engaging with MentorPRO on first-year students' academic functioning and linear regression to examine the effects on well-being outcomes. Findings: Greater engagement (as measured by more check-ins and student-initiated messages) was associated with higher end-of-year grade point averages, more course withdrawals and higher levels of self-reported academic self-efficacy, belonging and overall well-being. Originality/value: Implications for scaling access to evidence-based interventions and bridging gaps in student services are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506500
Database: ERIC
FullText Text:
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  Data: Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Werntz%22">Alexandra Werntz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2679-8204">0000-0002-2679-8204</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yangyang+Deng%22">Yangyang Deng</searchLink><br /><searchLink fieldCode="AR" term="%22Megyn+Jasman%22">Megyn Jasman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5267-4352">0000-0002-5267-4352</externalLink>)<br /><searchLink fieldCode="AR" term="%22Constance+Yowell%22">Constance Yowell</searchLink><br /><searchLink fieldCode="AR" term="%22Jean+Rhodes%22">Jean Rhodes</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2026 15(2):193-208.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: National Institute of Mental Health (NIMH) (DHHS/NIH)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Withdrawal+%28Education%29%22">Withdrawal (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 10.1108/IJMCE-03-2025-0027
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-6854<br />2046-6862
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Well-trained peer mentors can provide a first line of support to incoming college students, preventing the escalation of early stressors and administrative missteps while promoting students' engagement in helpful resources. MentorPRO, a novel all-in-one mentoring platform, was implemented in a private university in the northeastern USA to support incoming first-year students by pairing them with a trained and paid peer mentor and to provide them with just-in-time resources. Design/methodology/approach: This study used propensity score matching to examine the effects of engaging with MentorPRO on first-year students' academic functioning and linear regression to examine the effects on well-being outcomes. Findings: Greater engagement (as measured by more check-ins and student-initiated messages) was associated with higher end-of-year grade point averages, more course withdrawals and higher levels of self-reported academic self-efficacy, belonging and overall well-being. Originality/value: Implications for scaling access to evidence-based interventions and bridging gaps in student services are discussed.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1506500
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506500
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      – Type: doi
        Value: 10.1108/IJMCE-03-2025-0027
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 193
    Subjects:
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Grade Point Average
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      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Well Being
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      – SubjectFull: Withdrawal (Education)
        Type: general
      – SubjectFull: Private Colleges
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes
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            NameFull: Yangyang Deng
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              Value: 15
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